The Effects of Morphological and Syntactic Knowledge on Reading Comprehension in Spanish Speaking Children

Autor/inn/en	Simpson, Ian Craig; Moreno-Pérez, Francisco Javier; Rodríguez-Ortiz, Isabel de los Reyes; Valdés-Coronel, Marta; Saldaña, David
Titel	The Effects of Morphological and Syntactic Knowledge on Reading Comprehension in Spanish Speaking Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 2, S.329-348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpson, Ian Craig) ORCID (Moreno-Pérez, Francisco Javier) ORCID (Rodríguez-Ortiz, Isabel de los Reyes) ORCID (Valdés-Coronel, Marta) ORCID (Saldaña, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-019-09964-5
Schlagwörter	Morphology (Languages); Syntax; Reading Comprehension; Spanish Speaking; Children; Elementary School Students; Grade 4; Nonverbal Ability; Intelligence; Oral Language; Vocabulary; Predictor Variables + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseverstehen; Child; Kind; Kinder; School year 04; 4. Schuljahr; Schuljahr 04; Intelligenz; Klugheit; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Prädiktor
Abstract	Reading comprehension is a complex task requiring many underlying skills. Syntactic awareness and morphological awareness are two such skills that have been shown to be related to reading comprehension. However, the majority of studies have been carried out in English, and very few have explored these skills in monolingual Spanish speaking children. Here we explored to what extent syntactic awareness and morphological awareness contributed to text comprehension in Spanish. 501 typically developing Spanish speaking 4th graders were assessed on non-verbal intelligence, word and non-word reading, oral vocabulary, morphological and syntactic knowledge, along with reading comprehension ability. After excluding children with poor decoding or low non-verbal intelligence, 234 children were retained for analysis. Multiple linear regression modelling was used to assess the unique contribution of each variable to reading comprehension. As per findings reported in English, syntactic knowledge was a significant predictor of comprehension after controlling for age, gender, non-verbal IQ, word reading and oral vocabulary, as well as morphological knowledge. In contrast, and contrary to results normally reported for English speaking children, morphological knowledge did not explain any variance in reading comprehension beyond that explained by the control variables. These results highlight the important contribution of syntactic knowledge to text comprehension in Spanish speaking children, as well as the importance of undertaking research in languages other than English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01